# data[].attributes.body
-that multilingual learners are not just learning English—they’re navigating two worlds and bringing twice the perspective, insight, and resilience to our schools. That takes intelligence, courage, and strength.

-that language is part of who a student is—and when we honor it, we show them they belong here just as they are.

-that every educator should see themselves as a teacher of language, not just content—and hold high expectations for every student, no matter their proficiency level.

-that every educator should build strong relationships and stay flexible in how they teach-at all times, without exception

-that every student should feel safe, seen, and pushed to reach their full potential—with support systems that actually work, not just check a box.

-that every student should feel safe, valued, and supported to grow into someone who’s kind, responsible, and ready to take on the world with confid

ence.

# data[].attributes.body
- that multilingual learners are valuable members of our school who have the potential to become our strongest communicators.

- that language is essential for sharing and obtaining knowledge in all facets of life. This learned information is key to all components shown in our Portrait of a Graduate and Educator.

- that every educator should embrace language as a tool to support all components shown in our Portrait of a Graduate and Educator.

-that every student should learn to speak, read and write English proficiently to help them with all future endeavors in the United States while feeling seen, empowered, and respected for knowing other languages.

# data[].attributes.body
-schools where students don’t have to leave parts of themselves at the door, and schools where kids don’t have to leave their identity at the door to be “successful.” Where being multilingual, different, or new to the system is seen as an asset—not a challenge. Where educators are equipped to meet them where they are—linguistically, academically, and emotionally.

-systems that are responsive, inclusive, and rooted in equity—not just in policy, but in practice and culture.

-systems that back up our values with action—clear expectations, real support, and practices that actually meet the needs of every learner.

-partnerships with families that are built on trust, mutual respect, and a genuine effort to communicate clearly and consistently—in the language and format they’re most comfortable wi

th.

# data[].attributes.body
Multilingual learners are a benefit to our schools and communities that should be celebrated more than they are now

# data[].attributes.body
- a school where language development is valued and implemented across all content areas and students are seen and respected for who they are.

- systems that acknowledge the importance of language.

- partnerships with families that respect the languages spoken at home and recognize all families as an essential part of student learning.

# data[].attributes.body
-listening for what isn’t being said (quiet signals, the missed opportunities) in meetings, in classrooms, and in conversations with families—and making space for it, especially for the families who haven't felt heard yet.

-looking for patterns, gaps, and practices that either support or hold back our multilingual learners—and doing something about it. Making real changes that open the doors for those being left out.

-leading by example, by showing up, being consistent, building trust, doing the work (not just talking about it) and never asking others to do something I wouldn't do myself.

# data[].attributes.body
a school where all students feel safe to grow and improve regardless of their individual backgrounds

# data[].attributes.body
-listening for SEI strategies that build confidence and support academic growth.

- looking for classroom environments that promote diversity (specific to language) and promote equity.

- leading by example by advocating for multilingual learners by ensuring teachers and staff are learning and utilizing effective SEI strategies.

# data[].attributes.body
multilingual learners are powerful thinkers whose language and culture enrich the entire school community.

# data[].attributes.body
listening to student and family voices that have been traditionally marginalized in order to improve my own approach towards others

# data[].attributes.body
- that multilingual learners are…open minded knowing they are immersed and trying to figure it out

- that language is…difficult to learn

- that every educator should…accomadate and modify for students to have success

-that every student should…participate in as many experiences as they can

# data[].attributes.body
multilingual learners have classrooms should be enriched for all students and have tailored support to thrive academically and socially.

language is a powerful tool for communication. Also, to foster language development is crucial for all learners.

every educator should utilize culturally responsive teaching practices and provide appropriate scaffolding for multilingual learners.

every student should embrace their cultural identity and feel empowered as well as prepared for a globolizedworld.

# data[].attributes.body
remove barriers, address bias, and ensure the all learners have equitable and outstanding learning experiences, especially those in marginalized subgroups.

# data[].attributes.body
- schools where…all students feel safe and have a sense of belonging

- systems that…work smoothly, finds compromise promotes the good things we are doing

- partnerships with families that…provide growing independence for students while providing important information to quardians

# data[].attributes.body
- listening for…what is not working and finding a way to make it right

- looking for…positives for other to hear about

- leading by…example

# data[].attributes.headline
that multilingual learners are smart, capable, and bring so much to our schools, more than we often give them credit for.

# data[].attributes.subject
that multilingual learners are smart, capable, and bring so much to our schools, more than we often give them credit for.

# data[].attributes.headline
that every educator should see students’ languages and cultures as strengths, not obstacles.

# data[].attributes.subject
that every educator should see students’ languages and cultures as strengths, not obstacles.

# data[].attributes.body
leading by modeling empathy, honesty, and belief in the strengths and potential of every member of the school community and advocating for all.

# data[].attributes.body
Language is a power connector, not a barrier

# data[].attributes.headline
that every student should feel safe, valued, and confident

# data[].attributes.subject
that every student should feel safe, valued, and confident

# data[].attributes.body
Multilingual learners are capable of fully participating academically and socially. The add value, rich and a different perspective to class/school environment.

Language is one way to communicate, but not the only way. Langauge is an important part of someone's identity.

Every educator should give their best to their students everyday, come to school, meet students' needs, and have high expectations. Be a role model.

Every student should come to school, try their best and be good to one another.

# data[].attributes.body
systems that eliminate barriers

# data[].attributes.headline
schools where learning environments where students' cultures and languages are reflected in what and how they learn.

# data[].attributes.subject
schools where learning environments where students' cultures and languages are reflected in what and how they learn.

# data[].attributes.body
- that multilingual learners are… students who are learning more than one language and have the ability to adapt to many different situations.

- that language is… an important way to communicate with others

- that every educator should… make curriculum/learning available to all students through many modes

-that every student should… be treated fairly and to be made to feel comfortable and welcome to learn.

# data[].attributes.headline
 systems that work for all students, not just some.

# data[].attributes.subject
 systems that work for all students, not just some.

# data[].attributes.headline
partnerships with families that are supported by clear communication, cultural understanding, and a focus on student growth and belonging.

# data[].attributes.subject
partnerships with families that are supported by clear communication, cultural understanding, and a focus on student growth and belonging.

# data[].attributes.body
look for opportunities to address inequities in our schools

# data[].attributes.headline
listening for student stories and family voices to tell how we are really doing.

# data[].attributes.subject
listening for student stories and family voices to tell how we are really doing.

# data[].attributes.headline
looking for ways to strengthen and sustain access and representation, ensuring our materials and practices stay relevant, rigorous, and inclusive

# data[].attributes.subject
looking for ways to strengthen and sustain access and representation, ensuring our materials and practices stay relevant, rigorous, and inclusive

# data[].attributes.body
- schools where… students are happy to learn and be present as themselves

- systems that… include and reach all students with clear expectations and fairness.

- partnerships with families that… are collaborative, supportive and grounded in mutual respect

# data[].attributes.body
Multilingual learners are a growing pillar of the NPS community. They are the epitome of what we look for in terms of flexible/adaptable learners as defined in portrait of a graduate.

That language is essential to our portrait of a graduate specifically being a strong communicator. This does not mean a strong communicator in just English or verbally for that matter, but also being a strong communicator with your body language as well.

That every educator should work to embrace every student, culture and language they see in their classroom and school building. The power of acceptance in a group is paramount to success and relies heavily on educator influence.

That every student should be met where they are at, embraced for the skills they bring and accepted for who they are.

# data[].attributes.body
Schools where students feel welcome, teachers feel supported, and parents feel heard.

Systems that are efficient and inclusive.

Partnerships with families that allow for open dialogue and down to earth conversations.

# data[].attributes.headline
leading by supporting educators with the tools, time, and training they need to bring equitable instruction to life every day.

# data[].attributes.subject
leading by supporting educators with the tools, time, and training they need to bring equitable instruction to life every day.

# data[].attributes.body
That multilingual learners are... smart, eager to learn and desire to be included in classroom discussions, activities and social opportunities.

That language is...only one part of being able to communicate and connects people to his/her heritage

That every educator should...create a classroom environment that welcomes all leaders

-That every student should...be given equal opportunities for learning and social engagement.

# data[].attributes.body
Listening for feedback (good and constructive.)

Looking for ways for students and staff to grown as individuals and as a school.

Leading by example.

# data[].attributes.body
use our strategic objectives as a starting point to embed EL practices and create a REAL plan for staff and administration to recognize our shortfalls and begin the process of improvement to truly meet the needs of ALL students.

# data[].attributes.body
everyone in the NPS community should feel seen, valued, understood, and supported.

# data[].attributes.body
Work on building staff capacity in SEI principles and practices.

# data[].attributes.body
Schools where all students and families are valued for their unique contributions- no matter their lanuage, socio-economic status or educational background. Every document is translated into a language families can clearly understand, and in person meetings afford the same opportunity with interpreters present.

Systems that...dont' just say we are equitable, but where we are truly creating opportunities for true inclusion

-Partnerships with families that...help understand we are working for the same cause. Honor their cultural and ethnic backgrounds.

# data[].attributes.body
Where students come in each day looking forward to being here and not worrying about feeling heard, misunderstood or stereotyped.

Systems that are equitable and realistic for the district and environment we are in.

Partnerships with families that go beyond the school doors. Community is a strong tool in student development and that starts with forming good relationships with families.

# data[].attributes.body
Listening for..teachers that engage in rich student conversations, acknowledging their native language.

Looking for...classrooms that utilize UDL so all students can access the content

Leading by..example

# data[].attributes.body
- listening for… areas to improve student success and confidence

- looking for… an environment where the climate is build on positive learning experiences.

- leading by… collaboration and honesty

# data[].attributes.body
Multilingual learners are students who provide cultural and unique perspectives, are critical thinkers and problem solvers, and valued collaborators.

Language reflects identity and culture and should be celebrated as a catalyst to strengthen relationships and make connections.

All educators should embrace cultural diversity and support language development by understanding how language development works and partner with their students' families to help support classroom inclusion and best practices via differentiated learning.

Every student should have the opportunity to learn how language acquisition works and respect language and cultural differences among their peers.

# data[].attributes.body
schools where all students feel a sense of belonging

systems that ensure access to resources, specialized instruction, and opportunities for language acquisition and academic achievement.

partnerships with families that recognize families as essential partners in their children's education and actively involving them in the learning process.

# data[].attributes.headline
Identify gaps and eliminate systemic barriers.

# data[].attributes.subject
Identify gaps and eliminate systemic barriers.

# data[].attributes.body
embed the beliefs from our 'Portraits of..." into our schools/employees daily practices in order to improve the experiences of all our students and families

# data[].attributes.body
listening for understanding with their experiences and responding to their needs.

Looking for innovative and effective strategies to support multilingual learners.

leading by all multilingual learners have the opportunity to reach their full potential.

# data[].attributes.body
A school where all students feel accepted, learning is culturally immersive, as well as collaborative, differentiated and multi-sensory.

A school culture and climate that understands the importance of staff, students, and admin working together to embed: voice and choice, SEL, and UDL strategies in all classrooms.

More oversight of these goals during CPT and PD, and observation feedback throughout the school year.

# data[].attributes.body
my goal is to further understand how the multilingual learners learn and what is the best way to service them and the families.

# data[].attributes.body
Listening and looking for evidence of language acquisition skills embedded in the teacher instruction, and higher levels of demonstrated verbal and written language skills in every classroom. More evidence of student voice and choice, SEL, and UDL strategies.